Barriers that hinder STEM Education at School

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BARRIERS THAT HINDER STEM EDUCATION AT SCHOOL
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Barriers the Hinder STEM Education in Schools

• The challenges educators face in increasing the
  participation of girls in STEM vary from
  stereotypes and gender bias combined with
  limitations at the school level, such as
  institutional and financial roadblocks, that
  prevent the implementation of school wide
  programs that support STEM education. The
  barriers faced by women and girls in STEM are
  widespread, yet sparks of change can start in the
  classroom.

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UNEQUAL OPPORTUNITIES and BIAS

• Girls are often not given the opportunity to
  participate equally in STEM learning both at home
  and in the classroom. At home, studies show that
  parents ask boys questions about numbers and
  counting 3 times more often than girls. At
  school, Girls in STEM classrooms are often asked
  less questions, and given less talking time than
  boys. This can sometimes be an effect of
  teachers and parents biases and unfounded
  stereotypes about girls abilities in STEM.

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GENDER STEREOTYPES

• TV shows and books often portray boy/men and
  girl/women characters according to gender
  stereotypes. Think about how many TV shows you
  watch that have men characters problem solving,
  building or fixing things and women characters in
  caring roles, doing chores or artistic
  activities. Children are more likely to repeat
  the stereotypical examples they see, and this
  includes examples at home and at school, where
  stereotypes are often reinforced. Within this
  framework, other gender identities are often
  ignored.

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GIRLS in STEM STATISTICS
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STEM EQUITY MONITOR
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GENDER PERCEPTIONS by SUBJECT

• SPORTS

• ENGINEERING

• 53 believed that boys confident in sports, while
  only 1 believed that girls are confident in
  sports

• 61 believed that boys are confident in
  engineering while only 4 believed that girls are
  more confident.

• TECHNOLOGY

• MATHS

• 40 believed in boys are more confident in
  technology, while 3 believed that girls are more
  confident.

• 33 believed that boys are confident in maths,
  while only 7 believed that girls are confident.

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How can Educators Improve the Participation of
Girls in STEM Education?

• Educators have a significant opportunity in the
  classroom to encourage and inspire STEM education
  for young girls. Incorporating inclusive
  classroom material, activities and resources that
  encourage and promote the participation of girls
  in STEM are just some of the ways educators can
  create change in the classroom. Educators can
  also encourage the adoption of inclusive school
  wide STEM Education programs. Creating learning
  environments that encourage girls in STEM studies
  and careers is the first step towards creating
  widespread change!

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THANKS!

• Does anyone have any questions?
• womeninstem_at_unsw.edu.au
• 61 2 9385 5218
• https//womeninstem.org.au/

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CREDITS

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